Children who experience domestic violence enter the child protection system, which also includes safe houses, with the experience of trauma. Developmental complex trauma occurs in children, which develops as a result of repeated and long-term exposure to violence in the family during childhood, and at the same time causes negative consequences at various levels of the child's functioning. Therefore, it is important to realise that a child is a victim of violence even when witnessing violence within the family, and it is necessary to adequately protect them within the system from the harmful consequences of the traumatic experience and to prevent re-traumatisation. In response to this issue, a trauma-informed care approach was developed, shaped by the desire for organisations and institutions that would operate in a way that shows sensitivity to the phenomenon of trauma. One of the useful methods for working with trauma is the use of play and creative techniques to support and help the child who has experienced domestic violence. In the theoretical part of the thesis, I first present the legislative aspects of child protection and the role of safe houses. Then, I introduce violence as an adverse childhood experience (ACE), define trauma, developmental complex trauma, and demonstrate the consequences that trauma has. This is followed by a presentation of trauma-informed care and the use of play and creative techniques in working with children. At the end of the theoretical part, I discuss re-traumatisation of the child within the child protection system.
In the second part of the thesis, I present qualitative research in which I explored what knowledge professional workers employed in safe houses have about developmental complex trauma in children who have witnessed or been exposed to violence in the family and how they recognise it. I also examined whether professional workers are familiar with the concepts of trauma-informed care, whether, in their opinion, the safe house is an organisation based on an understanding of trauma, and what methods they use in support and assistance processes. Finally, I explored the ways in which professional workers ensure that, during the child's stay in the safe house, re-traumatisation caused by the protection system does not occur. One of the key findings of the thesis is that professional workers in safe houses are definitely aware of the occurrence of trauma, but in Slovenian safe houses, there is no systematic implementation of trauma-informed care. They would still require more education and training on this topic in order to work effectively. When working with children who have experienced traumatic events, they use various methods of support and assistance as part of many activities, and they also make extensive use of play and creative methods. However, the majority of professional workers are not satisfied with the protection of children through legislation and in practice, and they would like certain changes. Nevertheless, within the safe houses, they definitely strive to prevent the child from being re-traumatised in the process.
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